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EDUC 50-C: Cal Teach Science Seminar

EDUC 50C-01 Winter 2011

CAL TEACH SEMINAR

(SCIENCE)

Thursday 4:00-5:45

Course Instructor: Sarah BaumgartOffice: Room 391 3rd floor Thimann Labs

Telephone: 831-251-0394

E-Mail: [email protected]

Office Hours; after class or by appointment

PURPOSE OF COURSE:

The overarching objectives of this course are:

Provide an introduction to a career in teaching science at the 6-12 level

Improve participants ability to understand and communicate scientific concepts and sciencethinking

Students analyze and evaluate classroom observations and education issues related to their

placements in secondary science classrooms. Coursework includes readings, seminar participation

and written weekly classroom observations. This quarter focuses on structure of schools and school

culture, how teachers prepare and implement lessons and how students learn science. The seminar

activities may include discussion, video (and/or other media) demonstration, hands-on

experimentation and lecture.

SEMINAR OUTCOMES

Cal Teach intern will move from student identity to teacher identity

Recognize parts of lesson plan

Build lesson presentation skills

Study and observe select learning theories/ understand student learning

Analyze and observe host teacher instruction

Recognize different methods of science instruction

Know and practice classroom procedures

Understand classroom management

SEMINAR TASKS

Classroom observations and reflections

Classroom Activities Portal log

Soapbox science presentations

Poster Lesson Project

Teacher Interview

Model lesson based on host teachers lesson plan

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mailto:[email protected]:[email protected]


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Next Steps Report

COURSE REQUIREMENTS:

Attendance (25%) Attend weekly class meetings, complete assigned readings, and participate in

discussions. The instructor reserves the right to lower a students grade by 5 % for each

unexcused absence from class.

Participation (25%): Implement and complete the Poster Project and the Soapbox Science

Presentation. Be prepared to lead the class in discussions that focus on classroom observations

and connections to required readings. Actively provide point of view to peers during class

discussions and feedback via rubric for peer presentations.

(30%) Weekly Written Papers: All weekly and onetime written assignments must be

submitted in either MS Word doc, Adobe PDF, or notepad/text edit format. Please no hand-

written assignments. Writing conventions will be discussed further in seminar class, butminimum college level writing is essential. Please see the writing rubric grade sheet at the back

of this packet. Late papers will have a 25% reduced grade. All papers that were not passed

in on the required due date may be submitted no later than March 11.

(10%) Cal Teach Online Portal Reflections: Conduct classroom observations in local

middle or high school placements. Each week write reflections on classroom observations in the

Cal Teach Portal. The reflection writing should focus on classroom observations, such as: the

teaching strategies, classroom management, classroom organization, science content and

classroom procedures of the host teacher; also, the science learning of the students. Writtenreflections will be due to the Portal log every week starting Week 2. Each week youre your

grade will be added upon completion of the log each week. No late logs will be accepted. March

11 is the last day that information can be uploaded to Portal.

(10%) Teacher Interview: Conduct a teacher interview. Suggested questions will be

distributed. Write a report summarizing the findings.

Final Reflection: Next Steps. At the end of the quarter, after spending weeks observing and

assisting in a secondary science class, write about what your next steps might be regardless of ifyou are to continue with Cal Teach. This may include ways of participating in the classroom you

already did and wish to do more of, as well as ways of participating that you did not get to do but

can see a need or desire to do it if given the chance. This should be a 1-2 page reflection

including specific techniques and/or activities and the rational for considering them as

appropriate next steps. As potential next steps you may also include what more you want to learn

about concerning teaching methods & philosophy.

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If you are certain you are not going to continue with Cal Teach, summarize what you have

learned. Reflect on what kind of teaching, if any, you might do in the future; also, what you

learned and gained by being in the Cal Teach program this quarter and comment on why you are

choosing your direction.

REQUIRED READINGS

Week 1

Marzano, Robert J. (2003) The Critical Role of Classroom Management. Chapter 1 Classroom

Management that Works: Research-based Strategies for Every Teacher. Alexandria, VA:

ASCD

Adams, Natalie G.(2006) Significant Past School Experiences, inLearning to Teach. Mahwah,

New Jersey, LEA

Week 2

Pritchard, Susan (2005) More Than Twelve Ways to Enjoy It All! California Science TeachersAssociation, from www.cascience.org/csta/pdf/12%20Ways.pdf

Williamson, Tim (2007) Classroom Management and Student Behavior California Science

Teachers Association, from http://www.cascience.org/csta/pdf/Student%20Behavior.pdf

Norton, John (September 25th, 2007) Teaching Secrets: Hallway Hints II. Teacher Magazine,

fromhttp://www.teachermagazine.org/tm/articles/2007/09/25/05tln_norton_web.h19.html

Cody, Anthony (September 18, 2007) Teaching Secrets: Students Behave When Teachers EngageTeacher Magazine, from

http://www.teachermagazine.org/tm/articles/2007/08/21/34tln_anthonycody_web.h18.html?print=1

Adams, Natalie G.(2006) Seating Arrangements, p. 21-22 inLearning to Teach. Mahwah, New

Jersey, LEA AND

Adams, Natalie G.(2006) Taking Control of the Classroom p.43-44 inLearning to Teach.

Mahwah, New Jersey, LEA

Week 3

Wiggins, Grant & McTighe, Jay (2005) Planning for Learning. Chapter 3, Understanding by

Design. Alexandria, VA: ASCD

Week 4

Ruth, Geoff (February 2005) No Books, No Problem: Teaching Without a TextEdutopia.org The

George Lucas Education Foundation, from http://www.edutopia.org/print/1214

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http://www.cascience.org/csta/pdf/12%20Ways.pdfhttp://www.cascience.org/csta/pdf/Student%20Behavior.pdfhttp://www.cascience.org/csta/pdf/Student%20Behavior.pdfhttp://www.teachermagazine.org/tm/articles/2007/09/25/05tln_norton_web.h19.htmlhttp://www.teachermagazine.org/tm/articles/2007/09/25/05tln_norton_web.h19.htmlhttp://www.teachermagazine.org/tm/articles/2007/08/21/34tln_anthonycody_web.h18.html?print=1http://www.edutopia.org/print/1214http://www.cascience.org/csta/pdf/12%20Ways.pdfhttp://www.cascience.org/csta/pdf/Student%20Behavior.pdfhttp://www.teachermagazine.org/tm/articles/2007/09/25/05tln_norton_web.h19.htmlhttp://www.teachermagazine.org/tm/articles/2007/08/21/34tln_anthonycody_web.h18.html?print=1http://www.edutopia.org/print/1214


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Textbook Analysis p.51-52 inLearning to Teach

Week 5

Revised Blooms With Question Stems

Getting Past Inquiry versus Content

5 Es handout

Week 7

Vondracek, Mark (March 2009) "Teaching with Multiple Methods in Mind" The Science Teacher

Week 8

The Art of Questioning

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